Resumen

CORTEZ-SILVA, Daisy Mily; CAMPANA MENDOZA, Nila; HUAYAMA TOCTO, Noely  y  ARANDA TURPO, Jessica. Job satisfaction and burnout syndrome in teachers during confinement due to the COVID-19 pandemic. Propós. represent. [online]. 2021, vol.9, n.3, e812.  Epub 31-Dic-2021. ISSN 2307-7999.  http://dx.doi.org/10.20511/pyr2021.v9n3.812.

The work overload that teachers present in the current context is a risky situation, since it can generate prolonged states of stress causing a burnout syndrome and affecting their job satisfaction. The objective was to determine the significant relationship between job satisfaction and the components of burnout syndrome during confinement due to the COVID-19 pandemic. The study had a cross-sectional correlational design. 205 teachers participated, who answered the Job Satisfaction Scale for Teachers (ESLA-Education) and the Maslach Burnout Inventory (MBI). The results indicate a statistically significant inverse correlation between job satisfaction and the components of burnout syndrome: emotional exhaustion (rho =-.315; p = .000), depersonalization (rho =-.252; p = .000) and achievement personal (rho =-.254; p = .000). It is concluded that teachers who present high emotional fatigue, loss of sensitivity and empathy, deterioration of their abilities and a feeling of failure show job dissatisfaction. Therefore, it is necessary to have protective factors to prevent emotional distress for teachers.

Palabras clave : Job satisfaction; Occupational stress; Teaching job.

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